MCH Best. NPM 9: Bullying
Peer-Led Counseling, Mentoring, and Support
MCH Strategy. Promote a peer-led, counseling, mentoring, and support group to provide strengths-based skills in dealing with cyberbullying.
Overview. Research studies have found a correlation between relational victimization/bullying and increased psychosocial distress, delinquent behaviors, and lower academic achievement.1 While evidence shows that classroom interventions to combat bullying have some effectiveness, they tend to be most effective when implemented in conjunction with other bullying prevention programs.
Evidence. Emerging Evidence. Research has indicated that peer helpers and some victims were helped by the peer-led counseling, mentoring, and support; potential users of the services perceived them in a positive light. Targeted interventions (i.e., those tailored to youth at risk for bullying) alone do not appear to be effective in reducing bullying. Thus it is critical to combine youth-targeted interventions with universal programs (e.g., classroom or school-based). Likewise, combining classroom and school level interventions appears to be more effective than implementing either alone. Thus, multi-tiered approaches have been shown to be the most effective approach in addressing bullying. Access the peer-reviewed evidence through the MCH Digital Library. (Read more about understanding evidence ratings).
Target Audience. Targeted: Youth (no other intervention). Multi-tiered approaches including both targeted and universal strategies may offer added benefits. See above for added benefits of combining with other interventions.
Outcome. Reduced children and adolescents who report being bullied. For detailed outcomes related to each study supporting this strategy, click on the peer-reviewed evidence link above and read the "Intervention Results" for each study.
Examples from the Field. There are currently 2 ESMs across all states/jurisdictions that use this strategy directly or intervention components that align with this strategy. Access descriptions of these ESMs through the MCH Digital Library. You can use these ESMs to see how other Title V agencies are addressing the NPM.
Sample ESMs. Using the strategy “Promote a peer-led, counseling, mentoring, and support group to provide strengths-based skills in dealing with cyberbullying,” here are sample ESMs you can use as a model for your own measures using the Results-Based Accountability framework (for suggestions on how to develop programs to support this strategy, see The Role of Title V in Adapting Strategies). Note that this example deals with cyberbullying, a topic in which research is recently being conducted as an example of emerging programs to address this subset of bullying:2
Note. ESMs become stronger as they move from measuring quantity to measuring quality (moving from Quadrants 1 and 3, respectively, to Quadrants 2 and 4) and from measuring effort to measuring effect (moving from Quadrants 1 and 2, respectively, to Quadrants 3 and 4).
1 Splett, J. D., Maras, M. A., & Brooks, C. M. (2015). GIRLSS: A randomized, pilot study of a multisystemic, school-based intervention to reduce relational aggression. Journal of Child and Family Studies, 24(8), 2250-2261.
2 Palladino BE, Nocentini A, Menesini E. Online and offline peer led models against bullying and cyberbullying. Psicothema. 2012;24(4):634-639.